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Silfia Asning Tias
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silfiaasningtias@unesa.ac.id
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idij@unesa.ac.id
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Universitas Negeri Surabaya, DIC office, Gedung FIP 07, Surabaya Indonesia
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INDONESIA
International Disability Innovation Journal
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31108105     DOI : 10.26740/idij.v1i1
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
The International Disability Innovation Journal is a peer-reviewed academic publication that examines disability-related issues, the rights of individuals with disabilities, inclusive education, and innovative strategies for advancing accessibility and inclusion in society. It highlights research on novel approaches, assistive technologies, and policies that drive progress in disability studies and promote a more equitable world. It is published by the Disability Innovation Center, under the Center of Research and Disability Services at Universitas Negeri Surabaya (Unesa), Surabaya. This journal welcomes high-quality, research-driven submissions from diverse disciplines, emphasising scientific inquiry and innovative approaches to disability studies, accessibility and inclusion.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 17 Documents
 1   2 
Innovating Inclusive Literacy Instruction: Rethinking Single-Method Approaches for Learners with Diverse Abilities Hussein Hussein; Miriam Maganga
International Disability Innovation Journal Vol. 1 No. 2 (2025): Social Stigma Surrounding Intellectual Disabilities and Innovative Approaches t
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v1i2.47585

Abstract

Reading instruction plays a crucial role in shaping learners’ academic achievement, language development, and long-term cognitive outcomes. However, in many multilingual and low-resource educational settings, teaching approaches remain dominated by a single method, often phonics-only or comprehension-only approaches, that fail to meet the diverse needs of learners with varied linguistic, cognitive, and socio-cultural backgrounds. This literature review aims to analyse the challenges associated with single-method reading instruction and the essential need for multifaceted, inclusive, and adaptive literacy frameworks. The study used a descriptive qualitative literature review, drawing on national and international research from 2000 to 2025. A systematic search identified 28 relevant studies, which were grouped and analysed using thematic synthesis. The themes highlight that single-method instruction limits reading comprehension, excludes learners with disabilities, and reduces learner engagement. Conversely, multifaceted approaches that integrate phonics, guided reading, vocabulary development, bilingual instruction, sociocultural relevance, and multimodal access lead to improved literacy outcomes, particularly for learners with disabilities and multilingual learners. The review concludes that adopting multifaceted literacy instruction requires stronger teacher training, improved curriculum design, and inclusive policy support.
Adapted Pedagogical Strategies in Teaching English to Young Learners with Hearing Impairment Intan Sri Wardani; Lusi Nurhayati
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.50939

Abstract

Teaching English to young learners with hearing impairment requires instructional approaches. The various strategies can be adapted in the process of teaching learning process. This article aims to explore on the professional teacher strategies in teaching English to young learners with hearing impairment. The method used is qualitative case study by using interview, observation and document analysis in data collected. The findings indicate that total communicative approach is an appropriate strategy for communicating with the learners. Moreover, the teacher’s creativity and professional training also included as a part of the teacher’s improvement. However, in the process of implementation the teacher faces several challenges included the internal and external challenges. Therefore, the collaboration from many stake holders is essential to maximize the targeted learning outcome. This article is expected to provide in-depth information to the readers in developing the strategies for teaching English to young learners with hearing impairment.
Beyond Silence and Stigma: A Systematic Review of Parents’ Lived Experiences, Community Knowledge, and Intellectual Disability Hussein Hussein
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.51068

Abstract

Stigma surrounding intellectual disability remains a persistent and multidimensional barrier shaping the lives of children with disabilities and their families. Parents frequently occupy a liminal position where personal caregiving experiences intersect with community attitudes, institutional practices, and structural inequalities. This systematic review synthesizes international literature examining parents’ lived experiences of stigma, community knowledge, and misconceptions, and their implications for family well-being, social participation, and inclusive education. Drawing on peer-reviewed studies published between 2003 and 2025, the review integrates evidence from disability studies, mental health, sociology, and inclusive education. Findings indicate that stigma operates at interpersonal, institutional, and structural levels, often manifesting as courtesy stigma, surveillance of parental competence, and exclusion from educational and social systems. However, the review also identifies forms of parental resistance, advocacy, and meaning-making that challenge deficit-based narratives. By bringing together fragmented bodies of literature, this review advances an integrated conceptual understanding of stigma as a relational and socially produced phenomenon rather than an individual deficit. The paper concludes with implications for inclusive education policy, community-based stigma reduction, and future research, emphasizing the need to center parents’ voices while addressing the broader socio-structural conditions that sustain stigma.
Perspectives of Social Exclusion and Structural Injustice among Students with Disabilities in Higher Education Level Shanita Septias Anaway; Erinna Destanya Putri
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.52867

Abstract

This study explores the experiences of social exclusion and structural injustice among students with disabilities in higher education. It aims to examine how systemic barriers, institutional practices, and social attitudes contribute to unequal academic experiences for students with disabilities. Despite increasing discourse on inclusive education, many higher education institutions continue to fall short in providing equitable access and support. This research employs a qualitative approach, utilizing questionnaires and in-depth responses from students with disabilities across various academic backgrounds. The data were analyzed using thematic analysis to identify recurring patterns related to exclusion, accessibility, and institutional support. The study focuses on key aspects such as physical accessibility, learning accommodations, social interaction, and policy implementation within the university setting. The findings reveal that students with disabilities frequently encounter multiple forms of exclusion, both visible and invisible. These include inadequate campus infrastructure, limited access to learning materials, lack of inclusive teaching practices, and persistent social stigma from peers and the academic community. Furthermore, structural injustice is reflected in the absence of consistent institutional policies and insufficient awareness among stakeholders, which often places the burden of adaptation on the students themselves. This study highlights the urgent need for higher education institutions to move beyond symbolic inclusion toward substantive equity. Strengthening inclusive policies, improving accessibility, and fostering disability awareness are essential steps in addressing systemic inequalities. By centering the voices and lived experiences of students with disabilities, this research contributes to a deeper understanding of the challenges they face and offers insights for developing more inclusive and just educational environments.
Intersectionality and Disability An Analysis of Multiple Discrimination Against Women with Disabilities in Public Spaces in Surabaya Diva Aisya Cherynata; Aura Dyka's Qurrota A'yun; Ayu Novia Rahmatillah; Tyas Mardiana; Muhammad Iqbal Panji Satrio
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.52878

Abstract

This study examines intersectional discrimination experienced by women with disabilities in accessing urban public spaces in Surabaya. Urban development frequently prioritizes standardized infrastructure while neglecting the lived experiences of marginalized groups, thereby producing exclusionary environments. This research aims to analyze how the intersection of gender and disability influences accessibility, safety, and socio-spatial experiences in public transportation and urban parks. A qualitative descriptive-analytical design was applied, with data collected through in-depth interviews and field observations and analyzed using thematic analysis to identify patterns of physical, sensory, and social barriers. The findings indicate that women with disabilities encounter multiple and interconnected challenges, including inadequate infrastructure such as unsafe ramps and damaged guiding blocks, insufficient lighting that increases vulnerability, and persistent social stigma. These barriers limit mobility, reduce independence, and contribute to heightened perceptions of insecurity. The study further demonstrates that accessibility is closely associated with safety, as inadequate environmental design and limited social protection intensify exposure to discrimination and potential violence. In conclusion, intersectional discrimination in urban spaces is embedded in structural inequalities shaped by ableism and patriarchy, requiring an integrated approach that combines inclusive infrastructure, social awareness, and participatory policy implementation.
Impact of Differing Welfare Models on the Theoretical Framing and Implementation of Physical Accessibility Shanon Wangner Santoso; Silfia Asning Tias
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.53161

Abstract

Despite the global shift toward a social model of disability that emphasizes removing environmental barriers, many countries still struggle to translate legal rights into accessibility. This study examines how different national welfare systems, such as the productivist model in Japan and the rights-based model in Indonesia, impact the actual implementation of disability infrastructure. Using a qualitative comparative case study and a Most Different Systems Design (MDSD), this research analyzed primary legal documents and official reports from the 2024-2025 period. The findings reveal a significant social policy paradox in both nations. In Japan, productivist focus on economic utility has created adequate physical infrastructure, yet has resulted in social isolation in individuals. Conversely, Indonesia’s rights-based approach provides strong humanistic rhetoric but suffers from policy decoupling, where progressive laws are not matched by material reality, and further sustained by deep-rooted familialism. Therefore, the study concludes that both countries must move beyond purely economic or symbolic goals toward Implementation Engineering. By adopting an interactional understanding of disability, policymakers can bridge the gap between legal rhetoric and physical actuality to create a genuine architecture of belonging.
From Awareness to Practice: Addressing Behavior, Accommodations, and Universal Design for Learning Lily Eka Sari; Fiona Christie Antoro; Christy Imanuella Sampouw; Jeremy Chrystofer
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.55731

Abstract

Inclusive education requires serious collaborative efforts. Teachers often find significant issues in terms of designing and carrying out learning process. This is a case study regarding major issues which occur in a private school in Surabaya, Indonesia. Based on the mapping of the themes, there were three issues which were considered urgent to address, namely: behavior, accommodation, and Universal Design for Learning. This study made attempts to bridge existing theories and their implications in the field.   

Page 2 of 2 | Total Record : 17

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